EDUC 500 CONTINUING PORTFOLIO DEVELOPMENT

The purpose of this course is to allow students to have continuous access to their portfolio for two (2) years so that they can build on it course by course and make revisions as necessary. Co-requisite: Requires concurrent enrollment in EDUC 501 Orientation Curriculum and Instruction.

EDUC 501 ORIENTATION: CURRICULUM AND INSTRUCTION

This required orientation is for all individuals seeking the online Master of Science in Education in Curriculum and Instruction. The orientation will include an overview of the courses required for the program as well as the elective opportunities for the advanced graduate student. This will also include standards and expectations for completing the MSE degree. Co-requisite: Requires concurrent enrollment in EDUC 500 Continuing Portfolio Completion MSE.

GRED 543 METHODS OF INQUIRY I

This course will consist of a survey of research methods; Qualitative, Quantitative, Mixed Method, and Action Research. A variety of research designs will be explored for each method noted above. Students will receive an overview of different methods of data collection and analysis frequently used in research literature. A survey of basic statistical methods including descriptive statistics, z- and t-tests of means, and correlation will be included. General research terms and processes will be discussed and reviewed during the class, including tools to collect data, code data, and present the data. Excel will be used for this course when performing the statistical analysis of data. A study of Action Research for teachers, counselors, and administrators will be one component of the course. As part of the course requirements, students are required to complete a research prospectus using one of the following methods; Qualitative, Quantitative, Mixed method, or Action Research. You will also be expected to use a web-based presentation system to present your proposal presentation. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.

ECTA 523 INTEGRATION OF CURRICULUM, INSTRUCTION, AND ASSESSMENT

This course examines the integration of curriculum, instruction, and assessment. The design process will be considered, beginning with a definition of what we as educators want our students to know and be able to do, followed by a clear description of the evidence that indicates real student understanding. Learning experiences and instruction based on the defined curricular goals will be planned for all learners, including struggling and gifted learners as well as English Language Learners. Assessments will be developed that insure student understanding.

ECTA 533 CURRICULUM MAPPING

The educational tool of curriculum mapping is aimed at “finetuning” the scope and sequence of the curriculum that learners encounter through their 13+ years of schooling. This course will teach students how to use mapping in their school and at the district level in order to meet the needs of all learners. Students will create their own curriculum map.

EDUC 573 APPLICATIONS OF TECHNOLOGY

This course is designed to address current research and theory, instructional design and product development, information access and delivery issues, and pragmatic ideas for integrating educational technology in the classroom to meet the needs of diverse learners. This course is a requirement for Library Media Specialist certification as well as a core requirement for the MAT, MET, and the MSE in Curriculum and Instruction. EDUC573 is the pre-requisite to all EDET courses and should be taken as a corequisite with EDET 501. There is a lab fee charged for this course.

ETOP 503 CURRENT INFLUENCES IN EDUCATION

Course will focus on major issues of the 21st century that influence school reform. School Choice initiatives will be studied with an in depth examination of the charter school movement. This course will focus on current trends in education such as: educator retention, generational poverty, the search for individuality, international, national, and political influences, and the break down in standardized testing.

ETOP 553 DEVELOPING RESPONSIBLE LEARNERS

The focus of this course is to introduce educators to a variety of highly effective learner-centered best practices for designing classroom and school programs that empower diverse PK-12 students to become responsible learners. Candidates will learn to utilize techniques and strategies to encourage the development of ethical/moral decision making in the classroom and school community. Practical applications in relation to classroom instruction, professional development, and counseling will be demonstrated. Students in the online MAC program must enroll in the OLP section.

ETOP 563 LEGAL ISSUES IN REGULAR AND SPECIAL EDUCATION

This course provides a study of the educational issues in school law and court cases that have impacted American education as we know it today. A historical perspective of school law will be presented along with selected issues in school law with an emphasis on those having direct impact at the school-building level. Topics to be examined include: a historical overview of educational governance, schools and the state, students and the law, teachers and the law, school desegregation, individuals with disabilities and the law, school finance issues and laws, and educator and school district liability. For students in the MEA program, this course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description.

ETOP 583 PERSPECTIVES ON DIVERSITY IN EDUCATION

This course is designed to give education professionals a better understanding of the theoretical foundations of multicultural education as well as current practices in this field. This is a systematic study of what transpires in intercultural contacts and interactions within the educational setting when the communication process involves culturally diverse people. The diversities on which we will focus will include race, ethnicity, socioeconomic class, personality/temperament, gender, religion, and communication styles. For students in the MEA program, this course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description.

ECSP 413/513 TEACHING YOUNG CHILDREN WITH DISABILITIES: SEMINAR AND FIELD EXPERIENCE

This course will examine the various physical, cognitive, social, and emotional disabilities with regard to children birth through grade three. Students will also explore and demonstrate competency in the following topics and/or issues: Developing and implementing specialized intervention strategies for children with sensory and/or physical impairments, identifying appropriate methods for planning and implementing instruction in a variety of service delivery models for young children with disabilities, and identifying instructional and guidance procedures for integrating children with and without disabilities. Identify and plan curriculum for young children with disabilities, identify and apply principles of behavior support and management and appropriate self-management behaviors in young children, identify and apply teaching strategies and methods for young children with disabilities. The students will participate in a 30-clock hour field experience in an Early Childhood Special Education pre-kindergarten setting. Students taking this course for graduate credit will be required to complete all undergraduate assignments plus successfully complete a graduate action research project. Co-requisite: Current Family Care Safety Registry background check (see bulletin section on Background Checks for Field Experience and Student Teaching for additional information). Note: Some districts may also require current tuberculosis (TB) test results for placement. For those seeking initial certification, prerequisites: EDUC 203, EDUC 303, ECTA 323, and ECSP 403/503. For certified teachers, prerequisite: ECSP 403/503. CPT form required for F-1 international students.

EDEN 453/553 TEACHING LANGUAGE ARTS AND COMPOSITION IN GRADES 5-12: SEMINAR AND FIELD EXPERIENCE

The student will investigate the middle school secondary language arts curricula, materials and various instructional strategies designed to meet the needs of diverse middle and secondary school learners; application will be made to the Missouri Learning Standards, including the Common Core State Standards, and the NCTE/IRA Standards. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A field experience is included in the scope of this course. This course is required for middle school language arts certification and/or secondary teacher certification in English, and for middle school certification for all subject areas. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: ENGL 123, EDUC 203, and EDUC 303; prerequisite/co-requisite: ECTA 323. CPT form required for F-1 international students.

EDEN 463/563 TEACHING LITERATURE WITHIN THE CURRICULUM

This course will consist of units which survey literature appropriate for both children and adolescents, including examples of literature from various ethnic groups that reflect the diversity in today’s society. Attention is given to analysis, selection, and encouragement of the appreciation of quality literature. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. This course is required for students seeking middle school language arts certification and/or secondary certification in English, as well as for students seeking Library Media Specialist certification. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: ENGL 123, EDUC 203, and EDUC 303; prerequisite/ co-requisite: ECTA 323 or LIBR 553 for Library Media Specialist.

EDET 523 DIGITAL CITIZENSHIP

This course is designed for K-12, technical and community college instructors, administrators, library media specialists, and technology leaders. The goal is to develop the understanding of the National Educational Technology Standard for Teachers through the definition of the term Digital Citizenship and to identify ways Digital Citizenship can improve teaching and learning through the responsible use of technology. The nine elements of Digital Citizenship (access, commerce, communication, literacy, rights and responsibilities, health and wellness, and security) will be explored with Copyright Clarity emphasized, providing structure to course objectives. Prerequisites: EDUC 573.

EDET 533 EMERGING TECHNOLOGY TRENDS

This course is designed to build upon knowledge gained in EDUC573. By matching current trends in technology with sound educational research, students will enhance the teaching and learning processes in their own classrooms. In addition, students will learn to integrate instructional strategies with emerging technology trends to design learning that is more accessible to the students of the 21st Century, including students with disabilities. Practical solutions for using technology to teach essential skills, the analysis of current web 2.0 resources, and participation in and the creation of professional learning networks will be explored. Prerequisites: EDUC 573.

EDET 553 DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY

This course is designed to provide the participants with a philosophical, professional, and practical framework for the integration of technology into instruction in the K-12 classroom through differentiation. Participants will explore learner characteristics, student needs and elements of differentiated instruction. Technology-rich products and lessons will be developed and evaluated to meet the needs of a diverse population. Choices allow graduate students with varied backgrounds and interests to select activities that meet their professional needs. Prerequisites: EDUC 573.

EDET 563 WEB-BASED DESIGN, IMPLEMENTATION, AND ASSESSMENT

Through active engagement, students will be introduced to webbased learning, communities and instructional design. Various online and web-based instructional platforms will be explored, as well as the benefits and disadvantages of synchronous and asynchronous learning. Students will be guided in applying current technologies to create a web-based community of learning. Finally, the implementation and evaluation of webbased instruction will be reviewed. Prerequisites: EDUC 573.

EDET 573 METHODS OF USING TECHNOLOGY TO ENHANCE LITERACY

This course is designed to provide graduate students with an understanding and application of an array of technology tools and strategies to teach reading and writing in the classroom for lesson planning and instructional purposes, including but not limited to wikis, blogs, podcasting, and digital storytelling. Graduate students will explore how assistive technology has changed literacy instruction, specifically how changes in technology have affected a writer’s audience and purpose. Prerequisites: EDUC 573.

EDMS 433/533 TEACHING SOCIAL STUDIES FOR MIDDLE/ SECONDARY: SEMINAR AND FIELD EXPERIENCE

The student will investigate the middle school and secondary school social science curricula, materials, and various instructional strategies designed to meet the needs of diverse middle and secondary school learners. Application will be made to the Missouri Learning Standards and the Revised National Curriculum Standards for Social Studies. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A field experience is included in the scope of this course. This course is required for students seeking teacher certification in middle school and/or secondary social science. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303; prerequisite/co-requisite: ECTA 323.

EDMS 473/573 TEACHING MATHEMATICS FOR MIDDLE/ SECONDARY: SEMINAR AND FIELD EXPERIENCE

The student will investigate the middle school and secondary math curricula, materials, and various instructional strategies appropriate for average learners as well as those with special needs, including struggling learners and gifted learners. Application will be made to the Show-Me Standards and the NCTM Principles and Standards for School Mathematics. Students will become competent in applying assessment strategies for the improvement of student learning. A study of statemandated assessment is included. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303; prerequisite/co-requisite: ECTA 323.

EDMS 483/583 TEACHING SCIENCE FOR MIDDLE SECONDARY: SEMINAR AND FIELD EXPERIENCE

The student will investigate the middle school and secondary science curricula, materials, and various instructional strategies designed to meet the needs of diverse middle and secondary school learners. Application will be made to the Missouri Learning Standards and the Next Generation Science Standards. Students will become competent in applying assessment strategies for the improvement of student learning. A study of statemandated assessment is included. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303; prerequisite/co-requisite: ECTA 323.

EDRD 501-503 SPECIALIZED TOPICS IN LITERACY INSTRUCTION

This course is designed to provide an avenue for intensive study of current issues, trends, or problems in literacy instruction. Application will be made to the Missouri Learning Standards, including the Common Core State Standards, as well as the NCTE/ILA Standards. May be repeated for credit on different topics, and may be offered as a class or by directed study. A total of six credit hours may be applied toward satisfying certification requirements for Special Reading and/or toward electives for the Master of Arts in Teaching; three credit hours may be applied toward electives for the Master of Science in Education – Curriculum and Instruction.

EDSP 403/503 INTRODUCTION TO AUTISM: EVIDENT PRACTICES IN TEACHING AND INTERVENTIONS

This course is designed to acquaint students with Autism and the criteria involved in assessing appropriate practices in intervention and therapy. Based upon the knowledge and understanding of the Spectrum of Autism, the student will be able to develop a working base in which to better promote a child’s individual learning profile. The areas of Cognition, Communication, Behavior, and Social Skill acquisition will be addressed so the student will be able to utilize these in developing a holistic approach in the treatment of Autism. Prerequisite: EDPS 453/553 The Exceptional Child. Students taking this course for graduate credit must complete all graduate course requirements.

EDSP 453/553 TEACHING REMEDIAL MATH K-12: SEMINAR AND FIELD EXPERIENCE

This course is designed to analyze the recurring error patterns of students as they process mathematical skills and demonstrate the relationships between and among mathematical ideas. The course will address mental computation, estimation, alternative algorithms, creating, inventing, and constructing numerical methods which give meaning to operations with numbers and other techniques which will remediate the K-12 student in mathematical competencies. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. The course is directed to both the undergraduate and graduate level student. For graduate credit, an action research project pertinent to mathematical remediation must be designed, implemented, and analyzed during the course. This course is required for those seeking certification in middle school and secondary mathematics, early childhood education, elementary education, early childhood special education, and special education: cross-categorical disabilities, K-12. Students taking this course for graduate credit must complete all graduate course requirements. This course cannot be taken as a directed study. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303; prerequisite/co-requisite: ECTA 323, EDPS 453/553 and either ELED 433/533 or EDMS 473/573. CPT form required for F-1 international students.

ETTP 543 SPECIALIZED TOPICS IN EDUCATIONAL TECHNOLOGY

This course is designed to provide an avenue for intensive study of current issues, trends, or problems in educational technology. With an emphasis on the construction of knowledge through analysis, synthesis, and evaluation, faculty and students will collaborate to structure appropriate investigations based on individual interests and career aspirations.

LIBR 553 CURRICULUM AND THE LIBRARY MEDIA CENTER

This course is a study of the utilization and integration of the Library Media Center in the curriculum of a school in order to meet the many needs of diverse learners. Attention is given to developing curriculum and instructional techniques and strategies unique to library media specialists. Emphasis is placed on the role of reading and literature, information processing, and academic achievement issues.

LIBR 563 LIBRARY SERVICES FOR CHILDREN AND YOUTH

This course is a study of the history, philosophy, and description of programming for children from Pre-School through 12th grade. Special attention is given to planning, implementing, and evaluating summer reading services, reading incentive programs, outreach services, and related trends and issues in order to meet the many needs of diverse learners.